Authors/Editors: Nettina, Sandra M.; Mills, Elizabeth .
Authors/Editors: Nettina, Sandra M.; Mills, Elizabeth JacquelineTitle: Lippincott Manual of Nursing Practice, 8th EditionCopyright  2006 Lippincott Williams & WilkinsCompiled by I Gede PurnawinadiFaculty of Nursing, Universitas Klabat
Real FactHIV/AIDS, Schools and EducationA Global Strategy FrameworkPrepared by the UNAIDS Inter-Agency Working Group onHIV/AIDS, Schools and Education
Global Total: 10.3 Million Young People(15-24 year olds estimated to be living with HIV/AIDS end of 1999)EuropeCentral Asia80,000 /140,000 5,000 / 5,000North Africa& Middle EastAmericas200,000 / 440,00015,000 / 28,000East/South Asia &Pacific880,000 / 660,000Sub-Saharan Africa5,3000,000 /2,600,000Female /MaleSource: UNAIDS/UNICEF 2000, The Progress of Nations 2000
State of the World’s Children 2002, UNICEF"The impact of HIV/AIDS is crushing the attempts of countries allover the world to put human development and the rights ofwomen and children first."“The education sector must be seen, and must see itself, asa central player in this global priority.”HIV/AIDS, School and Education:Global Strategy FrameworkThe focus Children and young people at or near school age, inprimary and secondary school settings May also be relevant to other educational settings (preschool, tertiary, vocational, non-formal settings)
ObjectivesSimultaneously address 3 basic andinter-related dynamics of the epidemic RiskReductionImpactReductionVulnerabilityReduction for an “expanded response” to HIV/AIDS
Key actions within each psSituational analysisStrategic areasAdvocacyMobilisingresourcesResearch, monitoring& evaluationThe Strategy Framework recommends actions within each area
Contributing AgenciesThe Inter-Agency Working Groupon HIV/AIDS, Schools and Education: UNAIDS UNDCP UNDP UNESCO UNFPA UNICEF UNIFEM WHO World BankPartner Organisations: International Federation of MedicalStudents Partnership for Child Development Save the Children Fund, UK USAID Johns Hopkins University Aga Khan Foundation ADEA CDC, USA CIDA Commonwealth Youth Program DFID Education Development Center Education International
PRINCIPLES OF HEALTH PROMOTION Health promotion is defined as the actionstaken to develop a high level of wellness andis accomplished by influencing individualbehavior and the environment in whichpeople live.
Levels of Prevention Disease prevention is aimed at avoidance ofproblems or minimizing problems once theyoccur.– Primary prevention is the total prevention of acondition.– Secondary prevention is the early recognition ofa condition and the measures taken to speedrecovery.– Tertiary prevention is the care given to minimizethe effects of the condition and prevent longterm complications. Preventive care should involve assessment forpeople at risk for specific disorders.
Nursing Role in Health Promotion Nurses have played key roles in prevention in such areas asprenatal care, immunization programs, occupational healthand safety, cardiac rehabilitation and education, and publichealth care and early intervention. Nurses in all settings can meet health promotion needs ofpatients, whether their practice is in a hospital, clinic,patient's home, health maintenance organization, privateoffice, or community setting. Health promotion is primarily accomplished throughpatient education, an independent function of nursing. Health promotion should occur through the life cycle, withtopics focused on infancy, childhood, adolescence,adulthood, and older adults
THEORIES OF BEHAVIOR CHANGE Lifestyle changes that promote wellness andreduce or prevent illness are often difficult toaccomplish. Education and support by nurses are key, butlifestyle changes are ultimately up to the patient.Nurses should understand the concepts andprocesses related to behavior change in order tohelp direct interventions for successful outcomesat individual patients or groups.
Health Belief ModelThe health belief model identifies perceptions thatinfluence an individual's behavior. Nurses can inquireabout a patient's perceptions in three areas in order toindividualize education and interventions. The first perception is susceptibility to and seriousnessof disease or threat of illness. This most directlyinfluences whether a person will take action. The perceived benefit of taking action also affectsbehavior change. Any perceived barriers to change may prevent orimpede action.
PATIENT TEACHING AND HEALTH EDUCATION Health education is included in the AmericanNurses Association Standards of Care and isdefined as an essential component of nursingcare. It is directed toward promotion,maintenance, and restoration of health andtoward adaptation to the residual effects ofillness.
Learning Readiness Assist the patient in physical readiness to learn by trying to alleviatephysical distress that may distract the patient's attention andprevent effective learning. Assess and promote the patient's emotional readiness to learn.– Motivation to learn depends on acceptance of the illness or thatillness is a threat, recognition of the need to learn, values related tosocial and cultural background, and a therapeutic regimen compatiblewith the patient's lifestyle.– Promote motivation to learn by creating a warm, accepting, positiveatmosphere; encouraging the patient to participate in theestablishment of acceptable, realistic, and attainable learning goals;and providing constructive feedback about progress. Assess and promote the patient's experiential readiness to learn.– Determine what experiences the patient has had with health andillness, what success or failure the patient has had with learning, andwhat basic knowledge the patient has on related topics.– Provide the patient with prerequisite knowledge necessary to beginthe learning process.
Teaching Strategies Patient education can occur at any time and in any setting; however, you mustconsider how conducive the environment is to learning, how much time you are ableto schedule, and what other family members can attend the teaching session.Use a variety of techniques that are appropriate to meet the needs of eachindividual.– Lecture or explanation should include discussion or a question and answer session.– Group discussion is effective for individuals with similar needs; participants commonly gainsupport, assistance, and encouragement from other members.– Demonstration and practice should be used when skills need to be learned; ample time shouldbe allowed for practice and return demonstration.– Teaching aids include books, pamphlets, pictures, slides, videos, tapes, and models and should besupplemental to verbal teaching. These can be obtained from government agencies, such as theDepartment of Health and Human Services, the Centers for Disease Control and Prevention, andthe National Institutes of Health; not-for-profit groups such as the American Heart Association orthe March of Dimes; various Internet health websites, or pharmaceutical and insurancecompanies.– Reinforcement and follow-up sessions offer time for evaluation and additional teaching ifnecessary and can greatly increase the effectiveness of teaching. Document patient teaching, including what was taught and how the patientresponded; use standardized patient teaching checklists if available.
SELECTED AREAS OF HEALTH PROMOTIONSTART with yourself Disease Life Style: Nutrition and Diet Smoking Prevention and Cessation Exercise and Fitness Relaxation and StressManagement Sexual Health etc
Thank YouThe great aim of education is not knowledge but action.
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Faculty of Nursing, Universitas Klabat Authors/Editors: Nettina, Sandra M.; Mills, Elizabeth Jacqueline Title: Lippincott Manual of Nursing Practice, 8th Edition
General Editors Managing Editors George Ohlschlager and Pat Springle Contributing Editors Ryan Carboneau Joshua Straub Laura Faidley Hitomi Makino Popular Encyclopedia of
e-mail:cilibert@axp.mat.uniroma2.it SusannaTerracini (Co-editorinChief) . The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with .
Zeiger M. Essentials of Writing Biomedical Research Papers. 2nd ed. New York: McGraw-Hill, 2000. AMA Manual of Style: A Guide for Authors and Editors. 10th ed. New York: Oxford University Press, 2007. Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers. 8th ed. Reston, VA: Council of Science Editors, 2014.
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EYE MOVEMENT DESENSITIZATION AND REPROCESSING: ITS CAUTIOUS USE IN THE DISSOCIATIVE DISORDERS Sandra Paulsen, Ph.D. Sandra Paulsen, Ph.D., is a member of the Clinical Affiliate Faculty at the University of Hawaii at Manoa. For reprints write Sandra Paulsen, Ph.D., 1444 River Street, West Fargo, North Dakota 58078. ABSTRACT
What Sandra didn’t know was that the customer was connected to Bellevue Baptist Church in Memphis, which has a ministry of Mobile Dental Clinics in the city. The volunteer dentist removed Sandra’s broken teeth. Another dentist in the city made the denture for free. Sandra’s work was completed in time for her daughter’s wedding.
Andhra Pradesh State Council of Higher Education w.e.f. 2015-16 (Revised in April, 2016) B.A./B.Sc. FIRST YEAR MATHEMATICS SYLLABUS SEMESTER –I, PAPER - 1 DIFFERENTIAL EQUATIONS 60 Hrs UNIT – I (12 Hours), Differential Equations of first order and first degree : Linear Differential Equations; Differential Equations Reducible to Linear Form; Exact Differential Equations; Integrating Factors .
